The 2017 MDEC Conference featured keynote speaker Dr. Stephen D. Brookfield, the John Ireland Endowed Chair at the University of St. Thomas in Minneapolis. Click here to see pictures from the conference.
MDEC was also pleased to host Dr. Keri Dutkiewicz, Director of Faculty Learning at Davenport University, who presented: Your Teaching Superpowers Leveraging Strengths in the Classroom.
2017 MDEC Conference Schedule
Thursday, March 23, KVCC Room 4240
12:30 p.m. Registration
1:00 p.m. Conference begins with a quick overview of conference schedule
1:15-4 p.m. Room 4240 “Empowering Student Success in the Affective Domain” with Katie Easley, Director of Student Success Services, Western Michigan University
- Academic success and retention are often considered to be results of student learning in the cognitive domain. In this interactive presentation, we will explore how the affective domain of learning also plays a role in college student success. Come learn how to improve students’ academic experience both in the classroom and in student support programs by appealing to their values, motivations, and attitudes. The peer academic success coaching model will be shared, accompanied by data that proves that purposeful attention to elements of the affective domain can have a lasting impact on student success.
2:30-2:45 p.m. Break
4:00-5:30 p.m. Room 4240 Salty Snacks and Sweet Data: “Corequisites: The Good, the Bad, and the Ugly” with Alexandros M. Goudas
- The corequisite model is purported to be the answer for low remedial success rates. Other than increasing pass rates in gatekeeper English and math, what other positive and negative factors are involved, and why aren’t people talking about them? Join us for an in-depth discussion of the good, the bad, and the ugly of corequisites. (Read more at communitycollegedata.com beforehand!)
5:45-7 p.m. Room 4370/80 Dinner (Buffet)
6:15 p.m. Posters available for display in the cafeteria pit area and computer lab will be open for people that wish to complete the Strengths Finder.
Friday, March 24
7:30-8:30 a.m. Room 4240 Breakfast and registration
8:15 a.m. KVCC welcome and Introduction to Support Services
8:30-9:50 a.m. “Creating Classrooms to Foster Survival and Success” Stephen Brookfield, PhD.
The definition of what constitutes student success is contested. External accreditation agencies define success in terms of successful and timely graduation, as well as students being able to demonstrate learning outcomes that align with an overall institutional vision. Students, however, broaden this definition to encompass a range of different factors, in particular the sense of enhanced self-confidence. Stephen Brookfield will explore ways to understand the different conceptions of what constitutes success and failure and he will present ideas drawn from his own research on what students look for in community college teachers. At the end of this presentation you will be able to: 1) Identify the teacher behaviors that students find helpful in creating productive classrooms 2) Explain to colleagues the often unacknowledged reasons students drop out of community colleges, and 3) Implement the Todaysmeet tool to increase student participation & success.
10:00-10:55 a.m. Session 1 Breakouts
- Room 4510 “A Conversation with Stephen Brookfield”
- Room 4520 “Early Integration of Tutorial Support in Beginning Algebra” Colleen Copus, Math Lab Coordinator, and Betsy McKinney,Instructor, Grand Rapids Community College
- Room 4530 “What Frodo Baggins and Luke Skywalker Can Teach Us About Our Students: Using the ‘Hero’s Journey’ Model in Developmental Classrooms” Heather Sisto, Profesor and Robbie Pieschke, Faculty, Mott Community College
- Room 4540 “Scholarship in Developmental Education –SHSU’s Fully Online Dev Ed. Program” Patrick Saxon, Associate Professor, Sam Houston State University
- Room 4550 “Empowering Under-prepared Students in Gateway Courses: Integrated Learning Courses”Lisa Nienkark, Professor, Lansing Community College
- Room 4560 Cengage’s Tapping Into Student Success with MindTap: Promoting Workflow/Software/Courses in Response to the Needs of Developmental Educators with Susannah M. Chewning, Senior Professor, Union County College Assessment. Embedded Advising. Career Pathways. Completion Rates. Does thinking about all of this stress you out? Don’t let it. This session will include engaging strategies to connect with students in a variety of contexts: college success, developmental English and math, and literature. We will explore MindTap, an online tool for engaging students and tracking their progress; we will practice motivating strategies for the classroom (online and in-person); and we will discuss approaches that apply to different kinds of learners and many disciplines. Be ready to interact and share your thoughts on keeping our students inspired!
11:05-12:00 p.m. Session 2 Breakouts
- Room 4510 “Your Teaching Superpowers, Leveraging Strengths in the Dr. Keri Dutkiewicz Classroom” (Strengths Finder 1, must have preregistered and taken assessment prior to session) Keri Dutkiewitz, Ph.D., Director, Faculty Learning, Davenport University asks participants: Do you have a clear sense of your strongest talents and strengths? People who focus on using their strengths are three times as likely to report having an excellent quality of life and are six times as likely to be engaged in their jobs. How are YOU leveraging your talents, your teaching superpowers, in the classroom? In this interactive session, participants will learn more about the strengths-based methodology, dig into their individual Strengths, and consider the ways these strengths connect to supporting and engaging students. Reconnect with your teaching superpowers to power up your enthusiasm and rejuvenate your teaching practice. Pre-registration and completion of the online StrengthsQuest assessment is required for full participation. Participants should each bring a print out of their Strengths report with them to the session.
- Room 4520 “Using Faculty Learning Communities to Train and Support Adjunct Faculty to Improve Instruction” Barbara Bouthillier, Ed.D. Instructor, Grand Rapids Community College
- Room 4530 “Rapid Review” John Abbott, Cheryl Almeda, Ph.D., and Carl Ross, Jr. English Professors: The Rapid Review program at KVCC helps students who were misplaced on their entrance exams move up one or two course levels. Our presentation will detail the creation and growth of the program at KVCC. Instructors will share student success stories and thoughts on the challenges and advantages of this program. We will share our most current data and offer an opportunity for attendees to ask questions.
- Room 4540 “Conveying a Message of Success through a Growth Mindset” Charlotte Milnes, M.A. Learning Skills Specialist, WMU Homer Stryker M.D. School of Medicine
- Room 4550 “Helping Students Thrive through Student Success Services In and Out of the Classroom at Kalamazoo Valley Community College” Laura Cosby, Associate Vice President, Kalamazoo Valley Community College
12:00-1:00 p.m. Room 4240 Lunch
12:15 p.m. Posters available for display in the cafeteria pit area
1:10-2:05 p.m. Session 3 Breakouts
- Room 4510 Leveraging Strengths continued. (Must attend strengths 1 in order to attend this session)
- Room 4520 “Reaching students with Embedded Tutors in Math Literacy ” Elizabeth Clifford and Jessica Clifford, Embedded Tutors and Professors, Lansing Community College
- Room 4530 “Mountains and Cliffs: Piloting and scaling up a Co-requisite Model for DE Writing and Reading”, Ted Miller Ed.D., Chair of Foundation Studies Department, and Clarinda Flannery, Developmental Writing Lead Faculty, Jackson College
- Room 4540 “Tackling Transitions: Supporting Community College Student Success” Kristy Watkins and Lois McGinley, Student Success Services, Macomb Community College
- Room 4550 “Rhetorical Thinking through Selfies” Kimberly Tweedale, Graduate Composition Coordinator, Michigan Technological University
- Room 4560 “Universal Design for Learning: Reclaiming Developmental Education”
- Robin Ozz, NADE President, Director of Developmental Education and Innovation, Phoenix College
2:10-2:30 p.m. Room 4240 Drawing for prizes, including drinks and treats
New to the 2017 Conference were session evaluations: Attendees were asked to submit their session evaluations to the registration desk or to session moderators and each evaluation completed earned attendees one raffle ticket. Attendees also had the option of submitting online evaluations HERE.
Posters that were on Display in the Cafeteria Pit
Experiencing College, Experiencing Writing
Jonathan Bush, Sarah Bottrell, Jacob Crow, Jacob Munson, Western Michigan University
Students and Instructors Working Together to Cultivate a Positive and Creative Developmental Writing Experience
Transitioning from high school standards to a collegiate level in writing poses a difficulty for many first-year students. In the Western Michigan University developmental writing course, ENGL 1000: The Writing Process, we utilize smaller class sizes, a focus on process over product, individualized response and support, access to additional resources, a focus on revision over editing and how to give and receive productive feedback, and competency based evaluation in order to foster a writing environment personalized to fit the needs of the students, easing the transition. The program not only focuses on writing, but also integrates students into discussions of college culture and university life. Students are given the opportunity to step away from the traditional methods of writing to explore a variety of genres, stimulating a freedom that motivates a continuous development in their writing skills and academic success.
This poster describes the guiding philosophies of teaching writing as we apply it in the course, a description of the students typically served, and the guiding themes of writing, such as audience, purpose, and context. We put particular attention towards one of our primary projects in which students engage in a campus event, utilize critical thinking skills, learn issues of audience and genre, and create both alternate and academic texts. This project introduces and exemplifies many of the core ideas and practices we use in the course.
Developmental Student Success in a Co-Requisite Model Intermediate Algebra Class
Rama Chidambaram, Henry Ford College
While many degree programs in our college require students to successfully complete the Intermediate Algebra class, 50% of our incoming high school students are placed 1-level below Intermediate Algebra Class. To help these students complete their program of study on time, our math department piloted a co-requisite model Intermediate Algebra class with great success. This presentation will share how students were selected for the pilot and the factors that contributed to their success.
Thank you to our sponsors:
Special Thank you to KVCC for hosting this conference.
Save the date: The next MDEC conference will be held October 12-13, 2017, at the Delta College Planetarium in Bay City, Michigan.
Also, for MDEC 2016 presentation materials, please go to the Resources link.